ERIC Number: ED187144
Record Type: RIE
Publication Date: 1979
Sociocultural Dimensions of TESOL and Bilingual Education. CATESOL Occasional Papers, No. 5.
Considerations in teaching students from linguistically diverse backgrounds are outlined. The instructional program must consider: (1) the social, economic, and political circumstances of the students' families; (2) their reasons for being in the United States and the length of their residence; (3) their attitudes toward the English-speaking group and English; (4) their attitudes toward their own language and cultural maintenance; (5) parental aspirations; and (6) the social, economic, and political considerations within the United States. In light of these points, the merits of four education models--the Monolingual Mother Tongue, Transitional Bilingual Education, Maintenance Bilingual Education, and Monolingual Second Language Education--are discussed. Any model chosen must: (1) utilize a variety of techniques and texts appropriate to the situations; (2) explore pre-existing parent, student, teacher, and community attitudes; (3) increase the cultural awareness of teachers; (4) provide teachers with curriculums from their students' home countries, (5) help teachers utilize community resources; and (6) train teachers to maintain classroom discipline appropriate for all age groups. (PMJ)
Descriptors: Bilingual Education, Cultural Awareness, Curriculum, Educational Objectives, Educational Policy, English (Second Language), Family Attitudes, Language Attitudes, Language Maintenance, Multicultural Education, Native Language Instruction, Parent Aspiration, School Community Relationship, Second Language Programs, Sociocultural Patterns, Socioeconomic Influences, Sociolinguistics, Teaching Methods
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: California Association of Teachers of English to Speakers of Other Languages.
Note: Paper presented at the CATESOL State Conference (Los Angeles, CA, April 1979).